Teachers Perception on Career Progression and Promotion: A Quantitative Analysis

This study investigates teachers' perceptions of the career progression program and promotion within the Department of Education in Kitaotao II District, Division of Bukidnon. Specifically, it examines the demographic profile of teachers, their access to professional development opportunities, and their views on career progression and promotion. The study also explores the relationship between professional development access and career perceptions, as well as differences in perceptions based on demographic factors such as age, sex, years of teaching experience, bachelor's degree, field of specialization, and career stage. The research employs descriptive statistics, Pearson’s Product Moment Correlation, and Analysis of Variance (ANOVA) to analyze the data. Findings reveal that the teaching workforce is predominantly young (71.8% under 40) and female (82.1%), highlighting the need for mentorship programs and initiatives to encourage male participation. Most teachers (72.6%) hold degrees in Elementary Education, indicating a need for specialized training in fields like Science, English, and Physical Education. Professional development opportunities are generally accessible (Mean = 4.09), with training programs aligning well with instructional needs, though logistical and financial barriers present challenges. Teachers hold a highly favorable perception of the career progression program (Mean = 4.21), recognizing its merit-based system and administrative support. However, career advancement opportunities and recognition programs require improvement. A significant positive relationship (r = 0.515, p = 0.000) is found between professional development access and career perceptions, underscoring the importance of continuous training. No significant differences are observed in perceptions based on age (F = 0.717, p = 0.544) or sex (F = 0.074, p = 0.941), suggesting equitable views on career progression. Based on these findings, the study recommends mentorship programs for young educators, efforts to promote gender diversity, expanded specialized training, improved career progression support, and enhanced professional development accessibility. Strengthening recognition and rewards systems and maintaining inclusive promotion policies are also suggested to ensure equitable career growth opportunities for all teachers.